Cyberbullying Jamilia Blake, Ph.D., LSSP Department of Educational - - PowerPoint PPT Presentation

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Cyberbullying Jamilia Blake, Ph.D., LSSP Department of Educational - - PowerPoint PPT Presentation

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Cyberbullying Jamilia Blake, Ph.D., LSSP Department of Educational Psychology, Texas A&M University Objectives Upon the completion of this presentation, the learner will be able to: Identify the definition and prevalence of

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Cyberbullying

Jamilia Blake, Ph.D., LSSP

Department of Educational Psychology, Texas A&M University

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Objectives

  • Upon the completion of this presentation, the

learner will be able to:

– Identify the definition and prevalence of cyberbullying – Understand how to identify cyberbullying – Recognizing the types and negative outcomes for cyberbullying involvement – Become familiar with controversies of intervention and current intervention strategies – Identify what school staff, parents, and students can do to prevent or reduce cyberbullying

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Internet Communication used by Teens

(Werner, Bumpus, and Rock, 2010)

Email Texting IM/Chat Rooms Chat Rooms Social Networks

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How Much Technology Children Use

  • 2010 (Lenhart, A., et al.)

– 75% of 12 ‐17 year olds own a cell phone – 88% of youth that use cell phones are text messengers – 54% of teens text daily

  • 2010 (Rideout, Foehr, & Roberts) : Media usage is up for 8 –

18 year olds by 2.25 hours in the past 5 yrs.

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Text Messaging Frequency (54%) is higher than other forms of technological ways to interact:

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What is Cyberbullying

  • An individual or group repeatedly using electronic

forms of communication to send or post information about a person or group that a reasonable person would consider (Snakenborg, VanAcker,

and Gable, 2011)

– cruel, – vulgar, – threatening, – embarrassing, – harassing, – frightening, or – harmful

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Cyberbullying can also be identified as:

  • Internet Harassment
  • Internet Aggression
  • Digital Abuse

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Cyberbullying cont.

  • Often occurs outside of school
  • Preferred by older youth because it is:

– Anonymous – Invisible – Invisible – Faceless

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Types of Cyberbullying

Flaming Sending angry , rude, or inappropriate messages privately or to an online group Harassment Constantly sending offensive messages Denigration Sending or posting false information about someone Cyberstalking Makes threats of harm Masquerading Pretending to be someone else when sending inappropriate messages Trickery Using tricks to send embarrassing information Exclusion Actions that will intentionally exclude a person (blocking them)

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Prevalence

Rates vary by study and those that participate:

  • Marsh et al., 2010

– 11% of students age 15 reported being text‐ bullied and 7% reported text bullying others

  • Macgill, 2007

– More than 90% of youth ages 12‐18 are internet users

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Prevalence cont.

  • Raskauskas (2010)
  • 43% of students (11‐18) experienced one incident
  • f text‐bullying
  • 23% reported repeated text‐bullying
  • Werner, Bumpus, and Rock (2010)

– Of 6‐8th graders surveyed on cyberbullying:

  • 18% perpetrators
  • 17% victims
  • 9.5% both

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Where does Cyberbullying Fit?

Verbal Relational Cyber Physical

Bullying

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High Occurrences of Bullying

  • According to the 2010 Indicators of Crime and Safety

Report – In 2007, 25% percent of public schools reported that bullying happened on a weekly or daily basis – 32% of 12 to 18 year olds reported being bullied – Of these children 79% reported that their bullying experiences occurred at school

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2010 Indicators of Crime and Safety Report

(Robers, Zhang, & Truman, 2010)

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Effects of Victims of Cyberbullying

  • Psychologically

– Feelings of sadness, hopelessness, and powerlessness (Raskauskas and Stoltz ,2007) – Emotionally distressed (Ybarra and Mitchell 2004) – Anxious – Low self‐esteem – Depression

  • (Raskauskas 2010)

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Social Effects of Cyberbullying

  • Victims become more suspicious and

untrusting of others

– Raskauskas 2010

  • Can also promote aggressive retaliation

towards perpetrators

– Smith & Williams 2004

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Types of Cyberbullies: What Research Says

  • Those involved in cyberbullying can be

characterized as those involved in offline bullying (Limber, 2002):

  • Bullies
  • Bully‐victims
  • Victims

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Bullies

  • Bully in order to feel powerful and have

control

  • Enjoy hurting others
  • Need to dominate others
  • When confronted by adults, state that the

victim provoked them

  • Usually are aggressive and break rules in many

contexts

(Diamanduros, Downs, & Jenkins, 2008; Limber, 2002)

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Bully‐Victims

  • Students that are bullies because of prior

victimization

  • Usually have poor academic achievement and

behavioral problems

(Diamanduros, Downs, & Jenkins, 2008; Li, 2006)

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Victims

  • Passive
  • Socially isolated
  • Physically weaker than bully
  • Unpopular

(Diamanduros, Downs, & Jenkins, 2008)

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Sub‐types of Cyberbullies

  • Vengeful Angel

– Identify themselves as “protecting” themselves or

  • thers from perpetrators online

– Fighting bullying with more bullying

  • From stopcyberbullying.org

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Sub‐types of Cyberbullies

  • Mean Girls

– Bored and looking for some fun and entertainment – Usually bullying other girls – Make plans as a group to bully others

  • From stopcyberbullying.org

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Sub‐types of Cyberbullies

  • “Inadvertent Cyberbully”

– Don’t believe that they are cyber‐bullies at all

  • Role play to pretend to be tough

– Usually are responding without thinking to provocative messages received – From stopcyberbullying.org

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Sub‐types of Cyberbullies

  • Power – Hungry

– Want control over others and an audience – Use knowledge of technology to bully others and then brag about it to others – Usually are victims of offline bullying

  • Sometimes also called the “Revenge of the Nerds”
  • From stopcyberbullying.org

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Which comes first... Bully or Cyberbully?

  • Werner, Bumpus, and Rock, 2010

– Found that teens that are already relationally aggressive offline were about 10 times more likely to be cyberbullies – Many times cyberbullies have similar family, social, and behavioral characteristics of those that aggress in the school contexts – Therefore aggressive youth may use internet as additional outlet

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Recent Changes to Texas Law

  • Texas Bullying Prevention Act (2011) House Bill

No 1942

– Definition of bullying includes:

  • Written Expression
  • Oral Expression
  • Expression through Electronic Means
  • That are considered to have the effect of:
  • physically harming, damaging a student’s property, placing

a student in reasonable harm to the student’s person or of damage to the student property; or

  • Is sufficiently severe, persistent, or pervasive enough the

action or threat creates an intimidating, threatening, or abusive educational environment for students

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Additional Texas Laws (2011)

  • SB 407

– Texas School Safety Center to must programs that address “sexting”, and better responses to incidents

  • f bullying and “cyberbullying”
  • SB 471 and HB 1942

– Beginning in 2012‐2013 –School districts must respond to bullying and harassment by:

  • Parent Notification
  • School Intervention Programs
  • Counseling bullies and victims
  • Protecting those who report bullying

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Additional Texas Laws (2011)

  • HB 1386

–Requires the development of intervention and prevention programs to train school staff to recognize potential suicide victims and to include those students targeted by bullies.

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School Administrators can discipline cyberbullies…

  • Even when the cyberbullying occurs off campus,

– If the conduct creates a hostile and disruptive learning environment – Technology used is school owned – Threatens other civil rights

  • Schools have a right to intervene.

(Hinduja & Patchin, 2011)

  • … but make sure it is legally defensible

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Interventions

  • In the school setting: difficulty determining

who is doing the bullying

– Texts and Emails sent in a matter of seconds

  • There has been advocacy for:

– Laws and rules to regulate media – Curricular programs for students on cyberbullying – Technological approaches to prevent cyberbullying

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Educating School Students

  • Use caution when giving email addresses to
  • thers
  • NEVER give passwords out to anyone
  • Online conversations spread quickly and is

never private

  • Attorneygeneral.gov , 2006

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  • Cyberbullying may be covered under

violations of civil legislation:

– Invasion of privacy‐ exposing private information about an individual under offensive conditions – Defamation‐ exposing a false statement about a person that negatively effects the reputation – Intentionally causing emotional stress‐ behavior that causes significant distress in another Anti‐Defamation League (2009)

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Educating Staff and Students

  • Use video clips and public service

announcements to promote conversation about cyberbullying

– Examples:

  • National Crime Prevention Council ‘s In the Kitchen with

Megan

  • Concerned Children’s Advertisers – Words Hurt
  • Using free online curriculum

– CyberSmart’s Cyberbullying Lessons and Activities Diamanduros & Downs , 2011

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Educate Students

  • Conflict Resolution
  • Problem Solving
  • Developing Positive Peer Relationships

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Curriculum Interventions

  • iSAFE Internet Safety Program (i‐SAFE Inc.,

1998)

  • Cyber Bullying: A Prevention Curriculum

(Kowalski & Agatston, 2008)

  • Sticks and Stones: Cyberbullying (Chase

Wilson, 2009)

  • Lets Fight It Together: What We All Can Do to

Prevent Cyberbullying (Childnet International, 2007)

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Interventions Cont.

  • Anti‐Defamation League has created workshops

for parents and school staff

– Trickery, Trolling, and Threats: Understanding and Addressing Cyberbullying – Youth and Cyberbullying: What Families Don’t Know Will Hurt Them

  • They also have online lesson plans for primary

and secondary school students

  • Use peer models to facilitate prevention efforts

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What Students Can Do

  • Stop –leave the site where online bullying is occurring
  • Block ‐ emails, texts, instant messages from

perpetrator

  • Save ‐ All data, do not retaliate
  • Tell ‐ An adult
  • If using a major social networking site, report abuse
  • Ironically many students don’t report for fear of

retaliation from perpetrator or limitations set by parents

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Educate Parents

  • Use Parent Meetings, Family Night out Activities

to teach parents to:

– Check major search engines (Google, Yahoo) to see if personal information is on the internet – Request that inappropriate information about child be taken off of site (violates Children’s Online Privacy Protection Act) – Educate their child on appropriate use of technology and what to do if they have been victimized – Develop a Family Online Agreement

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Additional Resources

  • Cyberbullying Lesson Plans
  • Tips for Teens
  • Tips for Families
  • Internet /Cell Phone/Online Safety Plan
  • Cyberbully Student Survey
  • Glossary of Cyberbullying Terms
  • From http://www.txssc.txstate.edu/K12/internet‐

safety#cyberbullying

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Additional Resources

  • Texas School Safety Center
  • Steps to Respect www.cfchildren.org/program_ss.shtml
  • Bully Busters (Newman, Horne, & Bartolomucci, 2000)
  • RCCP (Resolving Conflict Creatively Program)

www.esrnational.org/ms/prevent/msrccp/msrccp.htm

  • PATHS (Providing Alternative THinking Strategies)

www.channing‐ bete.com/positiveyouth/pages/PATHS/PATHS.html

  • Bully Proofing Your School (Garrity, Jens, Porter, Sager, &

Short‐Camilli, 2004)

  • No‐Bullying Program (Bitney & Title, 2001)

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Additional Tips

  • Change screen names
  • Identify the sender: sometimes right clicking
  • ver the email address provides information

about the sender

  • Contact the Service Provider
  • Intervene quickly as adults

– Every 7 minutes a child is being bullied

  • http://www.txssc.txstate.edu/media/K12/downloads/iNetSafety/Handouts/Cy

berbullying_Tips.pdf

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Identify the warning signs

Abrupt stop of computer usage Anxious about going to school/outside Withdrawn Depressed or angry after computer use

Victim

Quickly exits computer when someone walks by Laughs excessively while on computer Has multiple accounts Avoids talking about what is being done

  • n computer

Bully

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  • Thank you for your time. For additional

information or questions.

  • Contact :
  • Jamilia J Blake, Ph.D., LSSP
  • Department of Educational Psychology
  • Texas A&M University
  • jjblake@tamu.edu
  • pralab.tamu.edu

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